Classical Eastern thinkers located the purpose of education in the inseparable cultivation of knowledge and virtue. Yet the depth of their shared pedagogical vision remains underestimated in modern comparative scholarship. This article undertakes an integrative hermeneutic analysis of five representative sources—the Analects of Confucius, Zhu Xi’s exegesis on The Great Learning, Al Farabi’s Book of the Opinions of the Citizens of the Virtuous City, Ibn Sina’s Book of Salvation and Al Ghazali’s Revival of Religious Sciences—in order to reconstruct a coherent Eastern paradigm of morally grounded education. The study demonstrates that these texts, though separated by language, religion and era, converge on four principles: the ontological unity of cognitive and ethical growth; the teacher’s authority as lived example rather than mere transmitter of information; the communal nature of learning as the matrix for personal flourishing; and the ultimate civic orientation of intellectual labour. By mapping the dialogical methods, reflective routines and curricular priorities through which the authors sought to realise these principles, the article argues that Eastern pedagogical teachings offer a viable template for value oriented educational reforms that reconcile academic rigour with social responsibility. The conclusion outlines practical implications for curriculum design, teacher preparation and assessment in contemporary schools and universities.

Eastern pedagogy, moral education, Confucianism

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